Unit 12 Innovation-Lesson 2 Aha Moment 教案-2025-2026学年高中英语北师大版选择性必修第四册

Unit 12 Innovation-Lesson 2 Aha Moment 教学目标和重难点 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, helping students master related vocabulary and expressions, understand innovation culture, develop critical thinking and form effective learning strategies. 教学重难点 Key: Grasp the concept of “aha moment” and core listening information; master related vocabulary and sentence patterns. Difficulty: Use what is learned to describe personal “aha moment” logically. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in link aims to arouse students’ interest in the topic, activate their prior knowledge and life experience, and naturally lead to the core concept of this lesson — “aha moment”. At the beginning of the class, the teacher greets students in English and starts with a question-and-answer activity closely related to students’ daily life. The teacher asks: “Have you ever had such an experience: you have been thinking about a difficult problem for a long time, and you can’t find a solution no matter how hard you try, but suddenly an idea pops up in your mind, making you exclaim ‘Aha! That’s it!’? ” After asking the question, the teacher gives students 2 minutes to think about their own experiences, and then invites 2-3 students to share their stories in English. The teacher encourages students to use simple and fluent expressions, such as “I once met a difficult math problem. I thought about it for a whole afternoon. When I was drinking water, an idea came into my mind suddenly.” During the sharing process, the teacher listens carefully, corrects minor grammatical errors appropriately, and gives positive comments, such as “Your story is very vivid! That’s exactly an ‘aha moment’ we are going to talk about today.” Then, the teacher shows some pictures on the screen, including scenes of scientists having inspiration, students solving problems suddenly, and artists creating new works. The teacher asks students to observe the pictures and guess the meaning of “aha moment”. Combined with students’ answers, the teacher briefly explains the definition of “aha moment”: “An ‘aha moment’ is a sudden flash of insight, a moment when you suddenly understand or find a solution to a problem that has puzzled you for a long time. It is very common in our study and life, and it is also an important part of innovation.” Finally, the teacher connects the topic with the unit theme “Innovation”, and says: “Many great innovations in history come from a sudden ‘aha moment’, but is this moment really accidental? Today, we will listen to an interview about ‘aha moment’ and explore the secrets behind it.” This link not only activates students’ enthusiasm for participation, but also lays a foundation for the following listening and learning activities. Step 2: Pre-listening (Prediction and Vocabulary Preview) The pre-listening link is designed to help students reduce the difficulty of listening, master the key vocabulary needed for listening, and make reasonable predictions about the listening content, so as to improve their listening efficiency. First, the teacher introduces the background of the listening material: “Today we will listen to a radio interview. The host invites Dr. Bond, an expert on innovation, to talk about ‘aha moment’. Let’s first get to know some key words and expressions related to the interview.” The teacher writes the core vocabulary on the blackboard or shows it on the screen, including “flash of insight”, “coincidence”, “inspiration”, “invest”, “bury oneself in”, “incredible”, “misunderstanding” and so on. For each word and expression, the teacher explains its meaning in simple English, gives example sentences related to the topic, and guides students to read aloud to master the correct pronunciation and usage. For example, when explaining “flash of insight”, the teacher says: “A flash of insight is a sudden idea or understanding. For example, Newton had a flash of insight when he saw an apple fall, which led to the discovery of gravity.” When explaining “bury oneself in”, the teacher gives the example sentence: “Einstein buried himself in the study of physics for many years before he had the ‘aha moment’ of the theory of relativity.” After previewing the vocabulary, the teacher guides students to predict the listening content. The teacher asks: “What do you think the host and Dr. Bond will talk about? What questions may the host ask? What opinions may Dr. Bond put forward?” Students are divided into groups of 4 to discuss for 3 minutes, and then each group sends a representative to share their predictions. Common predictions may include: “They will talk about what an ‘aha moment’ is.” “They will discuss whether ‘aha moment’ happens by coincidence.” “Dr. Bond may tell us how to get an ‘aha moment’.” The teacher affirms students’ reasonable predictions and summarizes: “Your predictions are very good. In this interview, the host and Dr. Bond will discuss the misunderstanding of ‘aha moment’ and the relationship between ‘aha moment’ and hard work. Now, let’s listen to the interview and check your predictions.” This link helps students build a vocabulary framework and form a preliminary understanding of the listening content, laying a solid foundation for the following while-listening activities. Step 3: While-listening (Comprehension and Information Extraction) The while-listening link is the key part of this lesson, aiming to help students grasp the main idea and key details of the listening material, improve their listening comprehension ability, and break through the key points of the lesson. The listening activity is carried out in three times, with different focuses each time, so as to guide students to extract information step by step. For the first listening, the focus is on the main idea of the interview. The teacher plays the listening material once, and then asks students two simple questions: “What is the relationship between the two speakers?” “What is the main topic of their conversation?” After students answer, the teacher checks the answers together: the two speakers are the host and the guest (Dr. Bond), and the main topic is “aha moment”, including people’s misunderstanding of it and the relationship between “aha moment” and hard work. This step helps students form an overall understanding of the listening material. For the second listening, the focus is on extracting key details. The teacher distributes listening task sheets to students, which include two parts: filling in the blanks and judging right or wrong. The filling-in-the-blank questions are mainly about the misunderstanding of “aha moment” and Dr. Bond’s opinions, such as: “Some people think ‘aha moment’ happens by ______, but in fact, it comes from the ______ people have been making.” The right-or-wrong questions are designed to test students’ understanding of key sentences, such as: “Einstein discovered the theory of relativity by coincidence. ( )” “Behind a brilliant idea, there is often hard work. ( )” The teacher plays the listening material again, and students complete the task sheet independently. After that, the teacher invites students to share their answers, corrects mistakes in time, and explains the key sentences in the listening material. For example, for the sentence “But there’s much misunderstanding about it. Some think it happens by coincidence. In fact, it actually comes from the efforts you have been constantly making.”, the teacher emphasizes the contrast between “coincidence” and “efforts”, and guides students to understand the core view of Dr. Bond: “aha moment” is not accidental, but comes from long-term hard work. For the wrong question about Einstein, the teacher explains: “Einstein seemed to be inspired when he was rocking his baby, but he had buried himself in the study of relativity for years. So the statement is wrong.” For the third listening, the focus is on deep understanding and language accumulation. The teacher plays the listening material for the third time, and asks students to underline the key sentences and useful expressions in the listening material while listening, such as “How does the inspiration come?”, “Why do some people work so hard but achieve very little, while some others seem to do nothing but good ideas emerge?”, “Behind a brilliant idea, there’s often incredible hard work involved in it.” After listening, the teacher leads students to read these sentences aloud, explains their meanings and usages, and guides students to memorize them. This step not only helps students deepen their understanding of the listening content, but also accumulates useful language materials for the following speaking and writing activities. Step 4: Post-listening (Consolidation and Application) The post-listening link aims to help students consolidate the knowledge and skills learned in the listening activity, apply the key vocabulary and sentence patterns to practical communication, and break through the difficult points of the lesson. This link includes three activities: group discussion, role-play and personal sharing. First, group discussion. Students are divided into groups of 4, and the teacher puts forward the discussion topic: “Do you agree with Dr. Bond’s opinion that ‘aha moment’ comes from long-term hard work? Combine your own experience or the examples you know to explain your views.” During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentence patterns learned in the lesson, such as “I agree with Dr. Bond because...”, “In my opinion, ‘aha moment’ is not accidental because...”, “For example, ... had a flash of insight after years of hard work.” The teacher also encourages students to put forward different views and conduct positive discussions. For example, if a student says: “I think some ‘aha moments’ are accidental, such as some people suddenly think of a good idea when they are resting.” The teacher guides other students to discuss with him: “But do you think that even if it is accidental, there is still some prior accumulation? For example, if you have never learned related knowledge, can you have such an ‘aha moment’?” Through discussion, students can deepen their understanding of the relationship between “aha moment” and hard work, and develop their critical thinking ability. Second, role-play. The teacher asks students to simulate the radio interview in the listening material. Each group selects two students to play the host and Dr. Bond, and the other two students to be the audience. The host needs to put forward questions about “aha moment”, and Dr. Bond needs to answer the questions according to the views in the listening material and add their own understanding. The audience can put forward additional questions after the interview. Before the role-play, the teacher gives students 5 minutes to prepare, and provides some reference questions and expressions. For example, the host can ask: “Dr. Bond, what advice do you have for us to get more ‘aha moments’?” Dr. Bond can answer: “I think you should bury yourselves in what you are doing, keep learning and thinking, and don’t give up easily. Only through long-term efforts can you have unexpected ‘aha moments’.” After the preparation, each group performs the role-play in front of the class. The teacher gives comments on their performance, focusing on their use of vocabulary and sentence patterns, fluency of expression and understanding of the topic. This activity not only consolidates the listening content, but also improves students’ oral expression ability. Third, personal sharing. The teacher asks students to think about their own “aha moment” again, and use the vocabulary and sentence patterns learned in the lesson to describe it in detail. The description should include: when and where it happened, what problem they met, how the “aha moment” came, and how they felt at that time. Students can write down a short passage (about 50 words) first, and then invite 3-4 students to share their passages in front of the class. The teacher gives positive comments and guidance, such as “You used the expression ‘a flash of insight’ very well.” “Your description is very detailed, and I can feel your excitement at that moment.” This activity helps students apply the knowledge they have learned to practical expression, and breaks through the difficult point of describing “aha moment” logically. Step 5: Summary and Extension The summary link aims to help students sort out the knowledge and skills learned in this lesson, form a systematic understanding, and extend the topic to daily life and innovation, so as to cultivate their cultural awareness and innovative awareness. First, the teacher invites students to summarize the key points of this lesson. Students can answer from the aspects of vocabulary, listening content and core views. The teacher supplements and sorts out: in this lesson, we learned some key vocabulary related to “aha moment”, listened to an interview about “aha moment”, understood people’s misunderstanding of it and the core view that “aha moment” comes from long-term hard work, and practiced describing our own “aha moment”. Then, the teacher extends the topic: “‘Aha moment’ is an important part of innovation. Many great innovations in history, such as the discovery of penicillin by Alexander Fleming and the invention of the light bulb by Edison, are closely related to their ‘aha moments’, but behind these moments are years of hard work and unremitting efforts. In our study and life, we should also keep learning and thinking, accumulate knowledge and experience, and let more ‘aha moments’ appear, so as to become innovative people.” Finally, the teacher guides students to think about the significance of this lesson for their own learning: “Through this lesson, we not only improved our English listening and speaking ability, but also understood that success never comes easily. Every ‘aha moment’ is the result of hard work. I hope you can apply what you have learned today to your study and life, keep exploring and innovating, and make progress every day.” 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $